Please note: Wooster’s educational philosophy is centered on teaching children not course material.  Thus, while the topics of instruction included in these documents represent the best estimate of the faculty about what subjects will be explored in each class, some additions, subtractions, and changes are likely to occur each year based on the interests and aptitudes of the unique group of children who are being taught.

 

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Copyright Wooster School 2006

 

 

11th Grade

 

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English

11TH GRADE ENGLISH

READING:    

The Grapes of Wrath,

Catch-22 

The Color Purple 

Roark Bradford, Anne Bradstreet, Jonathan Edwards, Cotton Mather  -- American Lit.  1600-1750

Benjamin Franklin, Thomas Jefferson, Thomas Paine, Patrick Henry -- American Lit. 1700-1800, civil disobedience

Hamlet -- The Age of Reason and the Renaissance

Elizabethan sonnets

Edgar Allan Poe

Herman Melville, Washington Irving, Nathanial Hawthorne -- Anti-transcendentalism

Ralph W. Emerson, Henry David Thoreau --transcendentalism

Steven Douglass, Martin Luther King--civil disobedience

Jack London, Kate Chopin, Willa Cather, Mark Twain--19th century Realists and Rationalists

Abraham Lincoln, Harper Lee, Turner, Walt Whitman, James R. Lowell, John G. Whittier, Emily Dickinson, Robert Frost

Huckleberry Finn

Eudora Welty, John Steinbeck, F. Scott Fitzgerald -- 20th century American short story, Modernist

William Faulkner, Zora Neal Hurston, Carson McCullers, Momaday -- 20th century prose

The Great Gatsby -- the modern novel

 

ESSENTIAL QUESTIONS:

To what central values did these writers cling during their trials and tribulations?

What textual clues lead you to your conclusions?

What is the nature of the concrete and visual details that these writers include in their writing?

What rhetorical devices do the authors use in order to advance their ideals?

What constitutes a just reason for civil disobedience according to Jefferson?  to Henry?

Can we infer similar sentiments from Franklin from his writings?

In what sense are the reasons justifying the American Revolution based on a religious "faith?"

In the universe of Hamlet, what constitutes a justified revenge and when is revenge not justified?

Into what roles does this play cast women?

What are the freedoms and limits to being true to yourself as an exclusive individual?

What makes a person unconditionally trustworthy?

How do understanding and reason affect action in the play?

What do we learn about "faith," and what effect does it have on the characters in the play?

What criteria must you develop in order to distinguish between the antagonist and the protagonist in the play?

N.B.  This line of inquiry helps explain the inclusion of Hamlet into the 11th grade curriculum, which is based very intentionally on American literature.  Hamlet is one of those rare fictional characters who is able to act, eventually, according to the cherished principles of the Age of Reason.  In this way, he can be viewed as a model for the modes of action and philosophy which the Founding Fathers embraced during their well reasoned acts of civil disobedience against the British crown

How does the structure of a poem help convey its meaning?

How does the development of symbols, similes, and metaphors help us understand the theme of a poem?

How is the transcendental sense of "faith" different from the "faith" that we have found in earlier works?

How is anti transcendentalism fundamentally similar to transcendentalism?

What fundamental distinction about faith do the two schools of transcendentalism make?

What aspects of freedom (a theme) make civil disobedience absolutely necessary to both Douglass and to Dr. King?

Based on the readings, how would Douglass' and King's definition of injustice compare and differ?

What new values do the characters hold dear?

In a Romantic sense, what gives life beauty and value to the characters and to the stories?

What comparative values do the stories attribute to the human faculties of reason, faith, emotion and physical strength?

What are the various ways that the theme of faith is visited in Huck Finn?

What does it mean to think uncritically in this novel?  What about critically?

How do the characters become the stuff of social satire?

What is the author's stance toward his characters?

How can we infer this stance from the details of the text?          

How does one detect satire in fiction?

What themes are highlighted by this story, its satirical voice, and its characters?

How can you tell if a book is racist (prejudiced in some way)?

How can you distinguish between protagonist and antagonist?

How is it that Twain can be labeled a "realistic" writer?

The historical background of your issue.  Whence can it be traced?

Is the problem specific to a particular group historical period, or place?

What agencies are currently working on the issue (pro and con)?

Who is served or damaged by the possible outcomes that we might arrive at relative to the problem?

What values (pro and con) are at odds over the issue? 

Are there clear limits associated with the issue beyond which we simply cannot trespass?

Which values seem to be most responsible as you consider solutions? 

How do you go about defining this responsibility?

What solutions are already in place or being tested?

How might a responsible citizen act in the face of this issue?

What qualities make Gatsby great?

Which qualities make Gatsby not so great (tragic)?

What role do the characters assign to "faith?"

On what details and images does Fitzgerald linger?

What mood do these lingerings evoke in this novel? 

 

CRITICAL TERMS:

imagery, aphorism, rhetorical question, allusion, parallelism,ad populum, post hoc ergo propter hoc, ad hominem, ad misericordium, ad ignorantium, characterization, conflict, climax, resolution, simile, metaphor, soliloquy, monologue, aside, dramatic irony, irony, foreshadowing, synecdoche, revenge play, paragraph structure, topic sentence, transitions, explication, evaluation, alliteration, assonance, meter, structure, thesis, antithesis, rhetorical cross hairs, paradox, hyperbole, close readings, evaluation, explication, imagery, persona, lyric poetry, satire, social satire,  strawman, ad populum, ad hominum, ad vericundium, symbol

 

GRAMMAR:  parts of speech, the sentence, fragments, phrases, clauses, parallelism

Grammar Smart by The Princeton Review

 

VOCABULARY

drawn from the literary texts

 

WRITING:

Short essay:  delineation of style and purpose in 18th century writings

Evaluation of a theme (choice of 4) in the play Hamlet

Essays on discussion questions

Essay:  close reading of a lyric poem by Dickinson, the relationship between image, mood and theme

Essay:  the many manifestations of satire

Essay (and Oral): based on the independent research.  This paper is designed to explore and define a thesis and an antithesis of the central issue which the student draws from the contemporary culture.

 

RHETORICAL MODES: 

cause and effect 

classification

comparison and contrast

delineation

deductive reasoning, example, conclusion

thesis/antithesis, delineation, proof by example

 

CRITICAL SKILLS:            

an introduction to the levels of moral responsibility

memorization of two passages

oral skills:  a dramatic reading from the play Hamlet

inferring theme, mood, and literary device from specific events

research:  Use the resources of the library and the internet to explore a contemporary issue. 

 

OTHER TOPICS

Students explore a basic model for critical thinking.  This is a method for keeping the complexities of the literal world, about which they are reading, distinct from the thematic implications of the reading about which they are thinking.

Students learn about six levels of moral responsibility and deduce exceptions to the rule.

Students will apply a variety of public speaking techniques.  These will include dramatic readings from Hamlet, oral presentations about the literature, and debates over a current political issue.

Students study SAT I and SAT II questions and test taking strategies.

 

 

11TH GRADE ENGLISH – ADVANCED PLACEMENT

Students in AP English 11 follow the same curriculum as those in standard English 11 with additional readings, a greater number of writing assignments, and more rigorous expectations for written work.

 

Additional readings include:

The Story of B

Creating a New Civilization, A & H Toffler      

            Rosencrantz and Guildenstern are Dead,  Thomas Stoppard

The Magical Christian

           

Students learn to adopt a variety of rhetorical forms to help them solve several writing tasks.  Among these are: comparison/ contrast, thesis/ antithesis, cause and effect, classification and division, and analogy.

 

The class undertakes a study of rhetoric and examines the sundry forms that the essay can assume in preparation for the AP exam.  Texts like Current Issues and Enduring Questions will accompany this study.

 

The AP Exam in Language and Composition is a 3 hour exam taken in the second week of May.  The exam consists of a one hour of reading comprehension section which tests the students' capacity to understand the uses of rhetoric to achieve mood, tone, theme and thesis.  During the other two hours of the exam, students compose three essays of forty minute durations.

 

 

ENGLISH ELECTIVES AVAILABLE TO 10TH-12TH GRADERS:

 

SHAKESPEARE ELECTIVE

This course will look at the life, times, and literature of William Shakespeare.  In addition to our examination of the literary and thematic content of plays and sonnets, we will also explore a number of ways Shakespeare's plays have been adapted to the contemporary scene.  Our survey of his drama will include one comedy, one tragedy, and one history.  The plays will provide surprising variations on the themes of manhood, womanhood, freedom, virtue, royalty, war, love, and cynicism.

Reading:

Macbeth, The Merchant of Venice, The Taming of the Shrew, Troilus and Cressida, and Selected Sonnets

 

Language devices:

Oxymorons, Types of Irony, Genre study, Scansion

 

Writing :

Sonnets

Some research on the Elizabethan Period

Expository writing to include

                                    Comparisons

                                    Character study

                                    Plot analysis

Project on relevancy of Shakespeare to our times.

 

 

POETRY ELECTIVE

The design of poetry has changed over the centuries more radically than any other written genre.  This course will examine the roots of these designs in the past as well as their sundry manifestations in the present.  Students will be asked to complete a selection of independent projects including the presentation to the class of a contemporary writer, the production of their own poetry, and the explication of an established poet's works.  

Reading:

Introduction to poetry

The Top 500 poems

Poetry 180

 

Poetic devices:

                        Sound and image devices

                        Rhythmic devices

                        Shape

                        Rhyme scheme

                        Scansion

 

Writing:

                        Poetry

                        Expository essays

                        Comparative analysis

Two major projects and one public presentation

                                    Study of an established poet

                                    Study of an unestablished poet

                                    Presentation of our own works

 

 

CREATIVE WRITING ELECTIVE

In this semester-long workshop, primarily devoted to student writing, participants will produce, read, discuss, and revise stories and poems.  Students will strive for high productivity as well as explore various points-of-view, structures and elements of style.  Instruction in creative writing will be augmented by readings of essays on the craft of writing, short stories, and poems by modern and contemporary authors. 

 

Reading:

Selected essays

Selected short stories

Selected poems

 

Writing:

Students write everyday.

The semester culminates with two short fiction works (including one realistic fiction piece) and assorted poems.  Final written work must meet publication standards for submission into a Wooster School publication.

 

 

 

THE LITERATURE OF WAR

War, as old as humankind, calls forth some of our greatest virtues - courage, loyalty, mercy, humility.  It also reveals our capacity for cruelty, vindictiveness, and brutality.  Since the beginnings of western literature, war has been richly represented.  After reading selected classical and modern literature, each student will use both print and electronic resources to research and plan an individual course of reading and viewing that will reflect her/his particular historical and literary interests.  Class work will consist of student presentations based on individual reading/viewing and discussions led by students.  Throughout the course, attention will be paid to the representations, verbal and visual, of the wars, large and small, currently destroying the peace of the world.

 

 

 

LITERATURE OF THE SPIRIT  

Frederick Buechner has said that "The word spirit has come to mean something pale and shapeless like an unmade bed.” James Baldwin wrote, "It is one of the greatest impulses of mankind to arrive at something higher than a natural state." Perhaps spirit is in T. S. Eliot's "still point in the turning world" or in the formula spirit = breath = life.  This course will explore the representation of spirit within the Western tradition with an emphasis on modern and contemporary literature and film.  It will test the idea that spirit rightly understood is "a release from the isolation of egotism, a passion for justice and an invincible conviction that hope and joy can be at home in this universe," and it will examine the oxymoron "evil spirit.”

 

 

 

History

UNITED STATES HISTORY

GOALS

The course, required of all juniors, is devoted to exploring various problems and themes in the broad historical development of the United States.  The basic format of the course is a chronological survey concentrating on the development of the United States as a world power, the influence of the frontier on American institutions, and the evolution of the American government will be emphasized.  Much of the reading is from a detailed narrative text, supplemented with primary sources and historical monographs.  Students are asked to produce a term paper that requires interpretation of some controversial historical issues.

 

TOPICS

Colonial America and the American Revolution

Forming the colonies into a nation

The United States Constitution

Emergence of political parties

Jeffersonian America

The War of 1812

Jacksonian America

Westward expansion

Causes of the Civil War

Civil War and Reconstruction

Antebellum America and the Rise of Imperialism

The Progressive Movement

World War I

Great Depression

The New Deal and Franklin Roosevelt

World War II

Emergence of the Cold War and the Korean War

Vietnam War

Impeachment

 

 

 

ADVANCED PLACEMENT UNITED STATES HISTORY

GOALS

The basic format of the course is a chronological survey concentrating on the development of the United States as a world power, the influence of the frontier on American institutions, and the evolution of the American government will be emphasized.  In addition, students in this three semester course will prepare to take the Advanced Placement United States History Test.  Students who opt for this course must commit to it for the second semester of the junior year and the entirety of the senior year and will be required to take the AP test.

 

 SKILLS

    Students:

are asked to read and prepare notes from their textbook.  These assignments ensure that they are covering material on their own, train them to find the salient points and write concisely, and, if done properly, provide revision notes for the course.

are regularly assigned classroom essays.  The purpose of these is to train students to build written arguments supported by factual material, and to present them in an organized, clear fashion.

during class, are encouraged to view historical events from different perspectives, and to recognize that it is not always possible to determine what the "right" course of action would be.

evaluate primary and secondary sources to help them read critically and recognize both bias and motive, and also serves to stimulate discussion about the creation and "truth" of history.

 

TOPICS

 

European exploration and colonization (15th and 16th centuries)

Interaction of Native American and European settlers

Development of American colonial government

Causes and consequences of slavery

The Revolutionary War

Creation of the U.S. Constitution

The Bill of Rights

Development of Political Parties

Westward Expansion

The Mexican-American War

Antebellum sectionalism and polarization

The Civil War

Reconstruction

Industrialization and the Rise of Big Business

Federal Indian Policy of the late 19th Century

Spanish-American War

The Progressive Movement

World War One

Social and Cultural movements of the 1920's

The Great Depression

The New Deal

World War Two

Korea and the Cold War

The Civil Rights Movement

Vietnam and the 1960's

Immigration and migration patterns in the contemporary U.S.

                 The influence of religion on U.S. history

 

 

Foreign Language

Coursework generally includes Spanish III, Spanish IV Honors, French III, or French IV Honors.

 

FRENCH III

This intermediate French course concludes Wooster School's graduation requirement of three years of a modern language in the Upper School. The class continues to build upon the material and goals presented at the beginning levels of language learning.

The French III course is conducted primarily in French, which continues to emphasize the importance of French as a means of communication.  Active class participation is an expectation from all students.  By the end of the course students are exposed to French literature and French film. Students do several class presentations in French including one on French films and one on French provinces.

 

GOALS

To continue to develop the basic language skills of reading, speaking, listening, and writing

To encourage more extensive writing

To use more complex vocabulary and grammatical structures in written and spoken French

To recognize and understand the meaning of unknown words through context clues and cognates

To improve basic pronunciation and intonation skills

To develop an appreciation for culture of France and other French-speaking countries

To develop a sense of confidence in speaking French and to take risks with the language

To begin to think in French, rather than English

COURSE MATERIALS

Allez, viens! - level 3 series

             Student text

             Practice and Activity Workbook

             Vocabulary and Grammar Workbook

In class use of audio CD's, video segments

French in Action video program (episodes 26-40)

"La Parure" by Guy de Maupassant

Films:  Cyrano de Bergerac, Les Miserables

TOPICS

            Conversation

Renewing old acquaintances 

Exchanging information

Expressing indecision

Making recommendations

Ordering and asking for details

Asking for and giving directions

Expressing impatience

Reassuring someone

Expressing enthusiasm and boredom

Favorite comic book characters

Making, accepting, and refusing suggestions

Asking for, granting, and refusing permission

Expressing obligation

Forbidding

Reproaching

Justifying your actions and rejecting other's excuses

Complaining

Pointing out and identifying people and things

Paying and responding to compliments

Asking about and expressing intentions

Expressing conditions and possibilities

Asking about future plans

Expressing wishes and indecision

Requesting information

Writing a formal letter

Giving advice

Making a telephone call

Expressing likes and preferences

Making and accepting apologies

Showing and responding to hospitality

Quarreling

Expressing thanks

Making suppositions

Expressing doubt and certainty

Expressing astonishment

Cautioning someone

Expressing fear

Expressing relief

Asking someone to convey good wishes

Closing a letter

Expressing hopes and wishes

Expressing annoyance

Making comparisons

Agreeing and disagreeing

Expressing indifference

Making requests

Asking for and making judgments

Asking for and making recommendations

Asking about and summarizing a story

Favorite types of movies

Expressing opinions

Summarizing a story

Relating a series of events

            Mechanics and Usage

Definite, indefinite, and partitive articles

Question formation

The future with aller

Ne …pas + infinitive

Negative expressions

Question formation with inversion

Using the subjunctive

Si clauses

Intonation

The expression ne…que

            Vocabulary

French menu

Sports and activities

Food vocabulary

At the gas station

Adjectives

Household chores

Personal responsibilities

Social responsibilities

Chores

Describing clothing and hairstyles

Fashion and personal style

Clothing vocabulary

Adjectives referring to clothing

Family vocabulary

Future choices and plans

Careers

Planning for a career

Types of job training

Family relationships

Packing for a safari

Travel items

City life

Describing a place

Types of movies

Types of films

            Grammar

The imperative

Pronouns and their placement

The interrogative and demonstrative pronouns

The conditional

Irregular subjunctive forms

The comparative

Adjective agreement

The relative pronouns qui, que, and dont

Relative pronouns

            Verbs

The passé composé

The imparfait

The verb conduire

The subjunctive

The verb devoir

The causative faire

The future

Reciprocal verbs

The past infinitive

Reflexive verbs

            Culture

Traditional regional clothing

Regional specialties

Regional foods

Languages in Belgium

Overview of Belgium

Swiss work ethic

Switzerland's neutrality

Overview of Switzerland

Environmental issues

La minuterie

Clothing and styles

French clothing stores

French sense of fashion

Careers and education in Senegal

Overview of Senegal

Bargaining in North Africa

Values of francophone teenagers

Overview of Morocco

Hospitality in Morocco

La République Centrafricaine

Rainforest and savannah

African animals

The Central African Republic

Stereotypical impressions of francophone regions

La Tunisie

Traditional life

Tunisia

Traditional and modern life and dress in Tunisia

Carthage

Modernization in francophone countries

Le Canada

Television programming

Multilingual broadcasting in Canada

Overview of Montreal

The Canadian film industry

 

 

SPANISH III

This intermediate Spanish course concludes Wooster's graduation requirement of three years of a modern language in the Upper School.  The class continues to build upon the material and goals presented at the beginning levels of language learning.

Spanish III is conducted primarily in Spanish, which emphasizes the use of Spanish as a means of communication.  The course demands frequent and active participation from students.  There are many opportunities to speak Spanish in a variety of contexts.

 

GOALS

To improve the students ability to speak the language

To communicate ideas effectively in Spanish

To improve the understanding of oral and written Spanish

To foster writing proficiency through directed and creative writing

"To use new vocabulary and grammatical structures in written and spoken Spanish

To recognize and understand the meaning of unknown words through context clues and cognates

To develop a sense of confidence in speaking Spanish and to take risks with the language

To improve basic pronunciation and intonation skills

To understand and develop an appreciation for Spanish and Latin American culture

To begin to think in Spanish, rather than English

To follow a storyline in Spanish (Destinos series) and to be able to discuss and analyze the story

COURSE MATERIALS

¡Ven conmigo! - level 3 series

             Student text

             Practice and Activity Workbook

             Vocabulary and grammar workbook

In class use of audio CD's, video segments

Destinos video series (episodes 19-36)

Films:  Don Quijote, Romero, El Norte (varies from year to year)

TOPICS

Conversation

Expressing interest, indifference, and displeasure 

Asking for information

Describing yourself and others

Asking for and giving advice

Talking about taking care of yourself

Talking about what has happened

Expressing and supporting a point of view

Using conversational fillers

Talking about future events

Talking about responsibilities

Talking about how food tastes

Talking about unintentional events

Asking for help and requesting favors

Ordering a meal

Giving explanations

Supporting opinions

Expressing qualified agreement and disagreement

Reporting what others say and think

Talking about hopes and wishes

Introducing and changing a topic of conversation

Expressing what needs to be done

Expressing an opinion

Making suggestions and recommendations

Turning down an invitation

Expressing happiness and unhappiness

Comforting someone

Making an apology

Describing an ideal relationship

Expressing doubt and disbelief

Expressing certainty

Talking about possibility and impossibility

Expressing surprise

Talking about your emotional reaction to something

Expressing disagreement

Expressing an assumption

Making hypothetical statements

Talking about accomplishments

Talking about future plans

Expressing cause and effect

Expressing intention and purpose

Grammar

Stem-changing verbs in the present tense

The present tense

The preterit

y and o before vowels 

Adjectives

saber vs. conocer

Informal commands

Irregular informal commands

Reflexive verbs

The imperfect

Preterit vs. imperfect

The present perfect

lo que

The future tense

Object pronouns

todavía, ya, alguna vez

Affirmatives and negatives

Comparisons of equality and inequality

vamos a + infinitive

se with unintentional events

por and para

Commands

Pronouns with commands

The suffix -ísimo

Double object pronouns

Impersonal se

The subjunctive to express hopes and wishes

Subjunctive of ir, ser, dar, estar

Verbs followed by an infinitive

Gender of some words ending in -a and -o

The subjunctive after expressions of need

The subjunctive mood with recommendations

Nosotros commands

The use of the infinitive vs. the subjunctive

Formation of the subjunctive

dar, estar, ir, and ser in the present subjunctive

Comparisons

The subjunctive with expressions of feelings

Reflexive verbs for reciprocal actions

The present perfect subjunctive

The subjunctive with the unknown or nonexistent

The present subjunctive of saber

The use of vos

The use of the infinitive vs. the subjunctive

Irregular subjunctive

Past participle form

Affirmative and negative words

Subjunctive forms

The subjunctive after expressions of doubt and disbelief

por in fixed expressions

The subjunctive after impersonal expressions

Uses of se

More on preterit vs. imperfect

The preterit of estar, ponerse, querer, saber and sentirse

The subjunctive with expressions of denial and disagreement

The conditional

The subjunctive

The subjunctive with certain conjunctions

Verbs after prepositions

The subjunctive with para que

The present perfect

Reflexive pronouns

Vocabulary

Question words

Names of sports

Names of hobbies

Words and expressions to describe people

Expressions to tell how you are feeling today

Words and expressions to talk about stress

Expressions to talk about how to relieve stress

Words and expressions related to technology

Words and expressions to talk about changes in the city

Things that may protect the environment

Salads, meat, seafood, fruit, and desserts

Food stores

Repair shops

Words and expressions to talk about war and peace

Words related to the arts

Words and expressions to describe works of art

Words and expressions to talk about friendship

Things that friends might do

Words to talk about television

Words and expressions to talk about information

Sections of a newspaper

Words to describe people's behavior

Words and expressions to talk about prejudice and stereotypes

Words and expressions to talk about achievements and future plans

Words and expressions to talk about your background and ambitions

Culture

Vacation activities of students

Seafood in Spain

             Regional languages of Spain

Work schedules in Spain

Health habits of people in Spain and Latin America

Today's technology in the Spanish-speaking world

The role of oil in the Venezuelan economy

The benefits of technology for Venezuela

The sobremesa

Getting assistance from emergency service personnel

Foods of Venezuela

Favorite foods of typical students from Miami, Quito, and Caracas

la "leyenda negra"

Aztec pictographs

The legends "La Llorona"  and "La carreta sin bueyes"

The legend of Quetzalcóatl

The legend "El Quetzal"

The murals of Orozco

Murals in Mexico

Musical instruments

Mexican pop music star Luis Miguel

Life and works of Frida Kahlo

Cafés

The Organization of American States

The popularity of movies

The popularity of soccer

How Spanish -speaking teenagers solve interpersonal problems

The use of the Internet in Argentina

How commercials affect our attitudes and behavior

Newsstands in Buenos Aires

Hispanics in the United States

Impressions Spanish-speaking people have of the United States

Spanish language media in New York

Hispanics in New York City

How Spanish-speaking students view themselves

 

 

FRENCH IV HONORS

This honors level course builds upon the skills and knowledge acquired by the students during the three years of required language study in the Upper School.

French IV is conducted almost exclusively in French.  Students' willingness to participate in class discussions is crucial to their success in this course.

 

GOALS

To continue to build upon a strong vocabulary and grammatical base

To improve students' communicative skills

To encourage students' daily participation in class discussions

To further develop writing proficiency by means of directed exercises, essays on a                   variety of topics, and a weekly journal

To learn to read new texts more globally and understand new vocabulary through context and cognates

To improve pronunciation skills

To further develop listening comprehension skills

To have students become more confident and aware of their ability to communicate in French, orally or in written form

To continue to expose students to French culture and to the French speak